Tag Archives: Student culture

When a professor assigns you to send a blogger a list of vague and inane interview questions (“1. How did you get started in this field? 2. What type of training (education) does this field require? 3. What do you like best about your job? 4. what do you like least about your job?”) I think you have an obligation to say, “Sir, I’m going to be in debt for ten years because of this degree. Perhaps you could give us an assignment that actually pushes us to solve interesting problems, overcome our fear or learn something that I could learn in no other way…”

When a professor spends hours in class going over concepts that are clearly covered in the textbook, I think you have an obligation to repeat the part about the debt and say, “perhaps you could assign this as homework and we could have an actual conversation in class…”

As a professor, I love it when students make such demands of me. It’s how I want to teach anyway, and it makes it a lot easier when I know students are not only on board with but insisting that I not simply lecture from the book, repeat problems that are in the book, and expect them to learn only the things that are printed in the book.

So I would add one thing to Seth’s injunction: Students, if you feel this way about your professors, take a look at your peers who don’t feel this way. Do you have classmates who just want the professor to read from the book, give tests that are just like the book’s examples, and not expect more from them? Then push back there, as well. Demand from your peers that they not leave you out on an island demanding academic excellence and getting your money’s worth.

Here’s something of an epiphany I had at the ICTCM while listening to Dave Pritchard‘s keynote, which had a lot to do with the differences between novice and expert behaviors in problem-solving.

Malcolm Gladwell, in his book Outliers, puts forth a now-famous theory that it takes at least 10,000 hours to become a true expert in a particular area, at the top of one’s game in a particular pursuit. That’s 10,000 hours of concentrated work in studying, practicing, and performing in some particular area. When we talk about “expert behavior”, we mean the kinds of behaviors that people who have put in their 10,000 hours exercise as second nature.

Clearly high school or college students who are in an introductory course — even Dave Pritchard’s physics students at MIT, who are likely several levels above the typical college undergrad — are not there yet, and so there’s not a uniform showing of expert behavior. There are more hours to be put in. But: How many more?

On the one hand, if a person spends 40 hours a week working at this activity, for 50 weeks out of the year, then it will take 5 years to reach this level of expertise:

(10000 hours) x (1 week/40 hours) x (1 year/50 weeks) = 5 years

But on the other hand, a typical college student will carry a 16 credit hour load, which means 16 hours of courses per week. If the student does this over a 14-week semester, and if the student takes the standard advice of spending 2 hours outside of class for every hour inside of class, and if the student undergoes two semesters of classes every calendar year, how long does it take to get to 10000 hours?

That’s fairly close to double the usual time it takes for people to earn a bachelor’s degree. And it assumes that all that coursework is concentrated into one area, which of course it isn’t.

So there’s an important truth here: Nobody can become an expert on something just by going to college. College might add the finishing touches on expertise that was begun in childhood — for example, with kids who start playing music or programming computers at age 6 — but there’s just not enough time in college to start from zero and become an expert.

This has implications for college coursework. Many of us profs have “expertise” in mind as the primary instructional objective of our courses, but this is quite possibly an unreachable goal for most students. Instead, along with reasonable levels of mastery on core subject content, college courses should focus on what students need for the remaining hours they need to get to 10,000. We should be teaching not only content in the here and now, but also processing skills and broad intellectual tools that set students up for success in continuing towards expertise after college is over.

We can’t make students experts in the time we have with them, probably, but we can put them in position to become experts later. Ironically, the harder we try to make experts out of everyone, the less we stress broad intellectual skills, and the less likely they are to become experts later. How are students supposed to continue to learn, practice, and perform to get to that top level if nobody teaches them how to think and learn on their own?

My 6-year old is in kindergarten and fascinated by school and schoolteachers. Last week she asked me: “Daddy, are you a teacher?” I told her I was. “What’s your school?” I told her I teach at a college. “What’s a college?” I told her: “A college is a school for grown-ups.” And in that off-the-cuff answer, we have an economical way of describing the difference between college and pre-college education, and of encapsulating the hopes and goals of higher education.

College students, even the wide-eyed freshmen who show up every fall, are not kids. They are emerging adults, having worked 12 years for a high school education and who now enter a 4-5 year buffer zone before entering into the world with nothing more than the things they know, the experiences they’ve had, and the people around them. Therefore we college professors aren’t serving students if we treat them like kids, refer to them as “kids”, or in any way give them a reason to conceive of themselves as children. If we do any of these, students will simply model what we do and stay children. Indeed, I hear my own students talk much more frequently about “the other kids in my class” than “the other students” or even “the other people“.

What we hope to do in higher education is not so much to convey academic subject matter but rather, when you boil it all down, we are trying to teach people how to think like grown-ups. Of course we want our students to retain the best aspects of childhood — curiosity, energy, and so on — but we also want them to temper their child-likeness with adult sensibilities. We want them to think about other people besides themselves; to be self-motivating and responsible; to judge information objectively; to trust but verify what they see; to draw freely from a depth and breadth of experiences to make sense of what they encounter; to be able to think and act for themselves.

Since this is what higher education aims for, I’d like to give a good-natured challenge to my colleagues in higher ed, and by extension all those high school teachers who teach “college preparatory” courses. Very simply: From now until the end of classes this spring, don’t refer to your students as “kids”. Think of them instead as adults, “emerging adults” if you like, and refer to them accordingly. And take a look at your course policies and the ways you make decisions about how to deal with and treat students. If these are set up in a way that places grown-up behavior as the basic assumption, or at the very least provides a road map for younger students to ramp up into grown-up behavior, then I’d say that’s on the right track; otherwise think about ways to change.

I did this recently. I was visiting a high school class I had been working with as part of a dual-enrollment course. During my visit, the teacher allowed the students to have some open Q&A time with me, and several of the students asked me about the differences between high school and college. After spelling out some specifics, I told them, “At my college, we’re going to treat you like men and women when you come in. Not like kids. You won’t be kids and you shouldn’t be treated like kids.” Those young men and women got the message immediately — they straightened up in their chairs and more than a few got smiles on their faces. If we college profs all agree to treat students like men and women — daring students to believe in their own adulthood — I think we’ll see the same positive effect.

I’m reading through a number of books and articles related to the scholarship of teaching and learning this summer. One that I read recently was this article (PDF), “Connecting Beliefs with Research on Effective Undergraduate Education” by Ross Miller. There are lots of good points, and teaching tips, in this article. But Miller makes one assertion that doesn’t seem right. He brings up the point, under the general heading of “beliefs”, that “questions arise, both on and off campuses, about whether all students can learn at the college level and whether everyone should attend college” [Miller’s emphases]. As to the “should” part of that question, Miller says:

According to Carnevale (2000), from 1998 to 2008, 14.1 million new jobs will require a bachelor’s degree or some form of postsecondary education—more than double those requiring high school level skills or below. Given those data, it makes sense to encourage all students to continue their education past high school. Consistent high expectations for all students to take a challenging high school curriculum and prepare for college (or other postsecondary education) benefit everyone. Our current practices of holding low expectations for many students result in far too many dropouts or graduates unprepared for college, challenging technical careers, and lives as citizens in a diverse democracy.

So, Miller answers, yes — everyone should attend college. But the reasoning seems spurious for a couple of reasons.

How much of the increasingly common requirement of a bachelor’s degree for new jobs is the result of an existing oversupply of people with bachelor’s degrees? Miller claims that people need to have a postsecondary education because more and more jobs require it. Maybe so. But is that because the jobs themselves inherently use skills developed only through a college education? If so, we have to ask if our higher education system is consistently giving students that kind of education. If not, and if students should get a BA or BS merely because there are so many people out there with BA’s and BS’s that you have to have one to avoid the appearance of intellectual poverty, then this encourages superficial education at the postsecondary level, and the reasoning here is more mythological than anything and needs to be repudiated.

As Joanne Jacobs noted back in early 2008 (quoting an article by Paul Barton) it’s not at all settled that the claims about jobs here are even valid. According to that article, only 29% of jobs in 2004 require college credentials, and the percentage is expected to rise only to 31% by 2010 — not exactly a clarion call for all students to matriculate. Also, Barton notes that the wages earned by males with college degrees have slipped, which indicates an oversupply.

College is just not the best choice for every person, and to say that it is merely sets students up for wasting four years of their lives. Some people may have a vocation into a field for which four years of college are a massively inefficient use of time and resources. If you’ve got a vocation to be an electrician, go learn how to be an electrician. If it’s to be a stay-at-home mom, then go do that. Both of these vocations can benefit from a college education if the person is inclined to get one, but neither requires a college education. If you want to go to college and then do those things, fine; but let nobody say that you should go to college, irrespective of your life situation.

We’ve finally made it to final exams week in the second semester of what seemed like the longest academic year ever. I thought I would bump this old post from December 11, 2005 (original with comments here) to give props and encouragement to all the students out there who are getting ready for their exams.

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(Inspired by seeing so many students on AIM tonight studying for finals, which for us start tomorrow.)

Dear Lord:
Let those who are filling the library right now with their bodies and their thoughts
Study hard, but also eventually rest.
Let them realize that success on their exams comes
Not from pulling allnighters
Not from cramming
Not from losing sleep
But as the sweet fruits of a long semester
Of diligence, patience, humility, and sweat
Of losing themselves in the laborious doing
That comes when a long-held dream is finally pursued.
Let them know that their final exams not only measure their knowledge
But also, in the ending of the term, show how faithful You have been to them.
They know more now than they did in August.
They are better students, better stewards, of Your blessing of intellect.
Their thoughts are more like Your thoughts.
And no matter what happens, this cannot be taken away.
In that, let them rest
And tomorrow, Tuesday, and Wednesday, let them learn and be satisfied.
In Your Name: Amen.

Fact: groceries and an upcoming trip to New York City should be a priority, not a few hours of mixing vodka and Raspberry Sourpuss.

Fact: drinking that much can do serious damage to one’s health.

Fact: drinking every weekend at college leads to death 78% of the time.

OK. So, that last one wasn’t exactly a (documented) fact. But still, you get my point. Anyway, I’ve been 100% sober for 10 days and I plan to be sober for a long time. I can’t afford it and I just don’t feel like it.

She goes on to list seven “Ways To Have Fun In College Without Opening A Bottle Of Anything That Isn’t Coke, Pepsi, orange juice or Snapple”. She’s not a prohibitionist or a religious fanatic; she just figures life is better without intoxication. I agree, and I wish more college students would get the fact that there are lots of really amazing opportunities out there which only college students can take, and they’re all better than being drunk or bragging about being drunk. And even if you’re a college student and don’t accept that idea, then at least consider the cost angle — do you really have all that much money to throw around on alcohol?

If you’re wondering why India is earning a reputation for outpacing the rest of the world in math and science, here’s a data point:

Students of the St Michaels Primary School in Mahim celebrated Children’s Day in a unique way. Instead of reciting poems and participating in fancy dress competitions, these students stumped their parents with their expertise with numbers and logical reasoning.

Intelligence enhancement programme, the brainchild of school’s manager Fr Hugh Fonseca, saw children babble out Vedic mathematic formulas and do complex calculations in a flip second with ease.

“It was wonderful to see my child go up onto the stage and fearlessly rattle out those numbers in front of a huge audience without hesitation,” said Naseem Sheikh, whose son Maqdoom recited skip numbers both forwards and backwards. Echoing her sentiments was Uday Babu, an engineer. “My son Ganesh is a lot more confident now.”

The programme, which began two months ago, entailed training the students in Chess and Vedic mathematics. “The emphasis was on all-round development of the child and not just imparting bookish knowledge. We want to mould the young minds as early as possible, hence the programme is for the Class I students for now,” said C Raji, a teacher training the students in Chess and Vedic mathematics.

Can you imagine this kind of thing being tried in an American school?

Actually, I could see this kind of thing happening, and I think many kids would like it, especially the chess part. But I think a vocal plurality of parents and administrators would freak out — the parents because math and chess are nerd things and therefore unnatural and sinister; the administrators because they want to make parents happy. If that semi-cynical assessment is correct, then it’s a sad statement about our culture, and remember that it’s the culture, stupid.